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59 TAFE institutes…

Impact of TEQSAs legislation on TAFE Institutions University & Tertiary Education Symposium SYDNEY UNIVERSITY Martin Riordan CEO, TAFE Directors Australia 31 st August 2011. 59 TAFE institutes….

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59 TAFE institutes…

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  1. Impact of TEQSAs legislation on TAFE InstitutionsUniversity & Tertiary Education SymposiumSYDNEY UNIVERSITYMartin RiordanCEO, TAFE Directors Australia 31st August 2011

  2. 59 TAFE institutes… Known as Institutes, Colleges and Polytechnics and, in Australia, include 5 dual-sector universities • Deliver 84% accredited training in over 1300 locations: • senior secondary school certificates • vocational certificates • diplomas, advanced diplomas • associate degrees, bachelor degrees and graduate qualifications • Across range of: • contexts – institutional, workplace and online • variety of partnerships

  3. Provider Category Standards have existed in HE since 2000 (National Protocols) • They have been progressively reviewed and are under review again with TEQSA • Latest iteration proposes six categories: • Australian University • Australian University College • Australian University of Specialisation • Higher Education Provider • Overseas University • Overseas University of Specialisation • 5,000+ RTO’s in VET remain undifferentiated • Provider Category Standards have existed in HE since 2000 (National Protocols) • They have been progressively reviewed and are under review again with TEQSA • Latest iteration proposes six categories: • Australian University • Australian University College • Australian University of Specialisation • Higher Education Provider • Overseas University • Overseas University of Specialisation • 5,000+ RTO’s in VET remain undifferentiated

  4. Containment effect within HE reforms Higher Education Provider Standards - case for Specialist Universities - case for University Colleges Revenue constraints from uncapped places DIAC visa classifications for diploma and advanced diploma disadvantages TAFE considerably

  5. Figure 1 Distribution of VET students

  6. Figure 2 Publically-funded VET providers

  7. Table 1 – Equity Performance - % Students Source NCVER 2009, 2007, DEEWR 2008

  8. HE Provider Categories – A Potential Template for VET TDA has: • analysed the configuration of Higher Education Providers (HEPs) in four quadrants • identified gaps and unevenness in provision as well as barriers to diversity • identified a new organisational type requiring new nomenclature

  9. OVERVIEW OF AUSTRALIAN HIGHER EDUCATION PROVIDERS NON-UNIVERSITY (up to AQF 9) UNIVERSITY (up to AQF 10) QUADRANT 1 UNIVERSITY/BROAD-BASED 33% of all HEPS QUADRANT 2 OTHER HEP/BROAD-BASED 12% of all HEPs • 39 Universities (inc. 14 RTOs) • 37 public • 2 private • 3 other approved uses of ‘university’ • Open Universities Australia, Carnegie Mellon University • University College London • 0 designated Australian • ‘university college’ • 16 HEPs (inc 14 RTOs) • 8 TAFE institutes + TAFE NSW • 2+ large private providers • 4 attached to universities • e.g Monash College, Deakin Prime • 1 indigenous BROAD-BASED/ GENERAL QUADRANT 4 OTHER HEP/SPECIALIST 55% of all HEPS QUADRANT 3 UNIVERSITY/SPECIALIST 0% of all HEPS O designated ‘University of Specialisation’ 70 HEPs (inc 33 RTOs) 67 private 2 public (NIDA, AFTRS) 1 TAFE Specialising in: Theology/Faith-Based 17 Business/IT 16 Creative Industries 15 Health 12 Hospitality 6 Other 4 SPECIALIST

  10. Issues (contd) 66 out of 70 Quadrant 4 HEPs are accounted for by 5 specialisations: - Theology / Faith-based (17) - Business / IT (16) - Creative Industries (15) - Health (12) - Hospitality (6) No Quadrant 4 HEPs specialise in skill shortage areas such as:- Building & Construction - Electrical/ Electronics- Engineering TAFE has strong expertise in these and other areas

  11. PM Julia Gillard address to CEDA01 Feb 2011 “It is vital that we unlock all the potential of our labour market for young people and adults … the Government’s goal is to create the best education system in the world, including a world-class, market driven TAFE and vocational training system.”

  12. Blueprint for Australia’s tertiary education sector Key messages: • The definition of tertiary qualifications as ‘those at diploma level and above’ • The creation of a set of more unified tertiary education protocols incorporating new nomenclature for a wider range of organisational types • Progressive movement towards a single tertiary regulator • TAFE institutes offering degrees access Government funding for Commonwealth Supported Places

  13. TDA’s Blueprint… Key messages (continued) • TDA supports a diverse tertiary education sector as providing the best opportunity for student choice • TDA sees TAFE institutes as integral to diversity • as standalone institutes offering HE degrees or • as partners of other HE providers; multi-sector institutions already operating in the tertiary space • Provider Standards should reflect the diversity of the tertiary sector – currently not the case

  14. Thank you…martin.riordan@tda.edu.au

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